Miguel Krippahl Catholic University of Portugal, Department of Architecture, Viseu, Portugal 397
digital world? Will it evolve beyond recognition? Or will it become extinct, substituted
by other more apt?
Obviously that architects, immersed in their professional activity, have no time to
lose on fruitless speculation. It rests therefore on some institutions to analyze the
evolution, the trends, the respective consequences, in order to plan adequately on
the inevitable adaptation the profession will have that to make. One of those institu-
tions, probably the main one, is the University. It is at the academic level that future
professionals learn work methodologies. It is also there that we find the capacity
for inquiry and experimentation, free of the source of revenue burden. But, if this is
so obvious, why do most Portuguese universities continue to teach pencil founded
design, seeing the computer as mere digital drafting board? The problem is easy to
diagnose, known to all, and comprises practically all college disciplines: Teachers.
Teachers, product of our university system, have two main characteristics that turn
them very adverse to change:
- Their professional activity is exclusively academic, thus protected from pressures
and changes that affect the architect’s profession. - They are the outcome of a pre-digital education.
Clearly that this generalization is extremely unjust for teachers who practise archi-
tecture, and for those that, despite their classic education, recognize the change and
are not afraid to face it. But those are unfortunately exceptions.
B.I.M. in architecture education
There is a key idea pertaining to the use of the B.I.M. in architecture education: It is
a transversal discipline. Firstly because three-dimensional modelling implies a good
space understanding. One can not take refuge in floor plans, because everything one
designs exists in virtual space. Also because it is necessary to have a good notion
of materials and construction techniques. One can not just draw two parallel lines,
but build a wall with real wall like proprieties. Height, width, material, construction
techniques, colours and finishing, relationships with other walls and paving, doors
and windows, are all part of that single wall models.
Furthermore because the model does not lie. One can not leave those more com-
plicated situations out, hoping they will pass unobserved. Any uncertainty or error
is easily detected. Still because this model allows a variety of external evaluations,
like acoustic, thermal, luminance, budgetary estimate and others. Finally because
the model integrates in itself the structure and all the networks. It tests its relation
with the other specialties that compose a building, motivating the architect to com-
municate with them. This transversality encourages the integration of BIM teaching
into the design methods, and not just teaching it as a complementary discipline.
This integration is crucial for the training of future architects. This is not about
appending 3d modelling to the classic design methodology, but to integrate these
models, from scratch, into the very design method. Only thus will it make sense.
What good is there in having rigorous cost measurements of a building in the final